Learning to read at age three

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Published: Jan 12, 2017
DOI: https://doi.org/10.17471/2499-4324/929
Keywords:
educational technology, technology enhanced learning (TEL), Early reading, Learning, Reading processes, Emergent literacy

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Vittorio Midoro
Istituto per le Tecnologie Didattiche - CNR | Genova (IT)
Maura Massari
Università degli Studi “G. d’Annunzio” | Chieti-Pescara (IT)
Chiara Strisciuglio
Università degli Studi “G. d’Annunzio” | Chieti-Pescara (IT)

Abstract

Early learning to read can strongly promote children’s cognitive and affective development. Starting from this assumption, we describe a methodology for the early learning of reading and report its testing in a small-scale pilot. The methodology is part of the family of synthetic methods, in which children first learn the simplest elements without meaning and then acquire the meaning. It is based on games that the parent plays with the child using various materials. The 18-month pilot involved children with and without language problems. It validated the feasibility of the method, achieving results that go beyond the learning of reading to include broad aspects of children’s development.

Article Details

Issue
Vol. 24 No. 3 (2016): General Issue
Section
Articles - General topics

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